Transcript Dr. Judith Marwick, Provost, Harper College To ensure that every high school and college graduate will have the opportunity to be prepared.

Dr. Judith Marwick, Provost, Harper College
To ensure that every high school and
college graduate will have the
opportunity to be prepared for 21st
century careers and postsecondary
readiness/success
PARTNERS
Harper College
Western portion
Township high school
DISTRICT 214
EASTERN portion
NORTHERN portion
DEMOGRAPHICS
WILLIAM RAINEY
HARPER COLLEGE
 Credit Headcount 17,337
(Fall 2011)
 Full-time Equivalent 10,170
(Fall 2011)
 Caucasian = 59%
 Female = 56%
 Developmental Math= 41%
 Developmental English =17%
 Developmental Reading= 18%
HIGH SCHOOL DISTRICTSD211, D214, D220
 Headcount = 33,471
(2011)
 High School Graduates =
6,609 (2011)
 % Graduates Enroll at
Harper = 35% (2011)
NORTHWEST EDUCATIONAL COUNCIL
FOR STUDENT SUCCESS
Purpose
 Create intergovernmental agency (Districts 211,214, 220, and
Harper College)
 Develop programs, share talent and data, and leverage joint
resources to increase college and career readiness and reduce
the number who enter developmental education
 Inspire postsecondary participation and success
 Provide common professional development and curriculum
initiatives that support vision
THE COUNCIL’S GOALS
 Ensure Curriculum Alignment.
 Increase the percentage of first-time, full time new
students who begin in credit bearing courses.
 Identify funding and leverage partner resources for
innovative projects.
 Create stackable career and academic pathways that
incorporate industry-relevant and postsecondary
credentials.
Percent of District Graduates attending
Harper College
35.0%
34.8%
34.6%
34.4%
34.2%
High School Penetration
34.0%
33.8%
33.6%
33.4%
2009
2010
2011
• NCCBP peer average: 27%
• National median: 22%
• Harper: 37%
PARTNERS FOR SUCCESS--MATHEMATICS
What did we know before we began?
 About 56% of students coming directly from our feeder high school districts who
were enrolling in a math class had to enroll in developmental math.
 Of those students who start in the lowest 2 developmental math classes, only
about 14% make it out of developmental
 Those students who ended with math junior year were at a high risk for placing
into a developmental math class. Fall 2009 data:
PARTNERS FOR SUCCESS--MATHEMATICS
Fall 2009-Spring 2010
Step 1: Math Compass Testing
 2,416 students from High School D211 were tested
 Faced with data, there was an increased interest in collaboration
Step 2: Trust Building
 Monthly meetings with administration and math faculty from High School and
Harper College
 Understanding how high school vs college systems work
 Sharing course syllabi, final exams, course flowcharts
 Listening to what the high schools wanted
Step 3: Curriculum Alignment
 High school Algebra 2 and Harper’s Intermediate Algebra
 Common Core served as a framework
PARTNERS FOR SUCCESS--MATHEMATICS
Fall 2010-Spring 2011
Step 4: Expanded to include other districts
 5,071 students in D21, D214 and D220 took Compass Math
 Large meeting with stakeholders from all 3 districts: Algebra 2 alignment,
Harper Intermediate Algebra final for placement, course flowchart, dual
credit course, teacher credentials
Step 5: Finalized curriculum alignment
 D211 and Harper math faculty go to Common Core presentation together
 Harper math faculty invited to attend several D211 math chairs meetings
 D211 had summer curriculum projects to align Algebra 2 and rework senior
curriculum
PARTNERS FOR SUCCESS--MATHEMATICS
Fall 2011-Spring 2012
Step 6: New Courses Offered in High Schools
 New senior course approved by District 211 Curriculum Committee
 Dual credit course in Districts 211 and 214
Step 7: Collaborative Writing Project for Harper’s Intermediate Algebra Final
•
Meeting with counselors, faculty and administration from High School and Harper
•
Two workshops with an Algebra 2 instructor from each of our 12 feeder high schools
and math faculty from Harper
•
Harper’s Intermediate Algebra final will be given this spring in all 12 high schools
•
Score of 70% can be used as alternative placement into college-level class
PARTNERS FOR SUCCESS--MATHEMATICS
Results
 Increased awareness in high school about prerequisites and math needed for
many career fields
 Increased collaboration between Harper and high schools and amongst high
schools
 Increased trust
 Increased access and opportunity to careers that can support a family
 Opened doors for underrepresented students
 A decrease of 20% in the percent of recent high school graduates attending
Harper College who place into developmental mathematics
Senior Year of High School
• AP Calculus, AP Statistics, or Pre-Calculus
or
• Math 101: Quantitative Literacy
• or
• A course aligned with Harper’s Intermediate
Algebra (the prerequisite for college-level
math)
HIGH SCHOOL PERSPECTIVES
Benefits of Partnering:
Achievement of greater student success in the transition from high school to
college.
Integration and alignment of curriculum for vocational and academic programs.
Enhancement of shared data capabilities for curricular issues and
student/program assessment.
Increased career pathways and dual credit options for students.
Identification of students for summer college support programs.
Financial and academic advantage for students and parents.
HIGH SCHOOL PERSPECTIVES
Challenges in Partnering:
Trust must be developed between community college and high school
staff members.
Teaching qualifications differ between community college and high
school.
LEARNINGS AND RECOMMENDATIONS
Develop Formal Consortiums: Working relationships outlined in
memorandums and voted upon by individual Boards.
Give and Take: There needs to be an understanding that we all work
differently. Choices and Flexibility are critical characteristics for success.
High School and College Faculty Teams: Faculty need to work together to
discuss expectations, articulations, and evaluation processes. Over time
mutual understanding builds strong working relationships.
Joint Funding: Partnership needs to work collaboratively to find avenues
for funding projects and systemic changes.
NEXT STEPS
Continue to improve math project
Work has begun on curricular alignment in English
Continue to increase dual credit as appropriate
Look for additional ways to work better together